Phát triển năng lực tư duy khái quát hóa cho học sinh thông qua bài tập hóa học hữu cơ lớp 11 ở trường THPT tt tiếng anh

Studied subjects: chemistry exercises, GTC of student in learning andsolutions to develop GTC for students in high school by using chemistry exercises.. - The investigation method of the

1 Reasons to select topic

Generalized thinking competence (GTC) which is one of the importantcompetences need to develope for every pupils Although organic chemistryincludes the millions of compounds, but only representative compounds areintroduced in high school All most of them will be formed from the equivalentproperties of the representative compounds Therefore, teachers need to base

on the organic chemistry exercises to develope GTC for pupils By this way, theknowledge will be formed fully to response the goal of program in textbook

Chemistry is one of important science subjects to serve for the goal of highschool education In this process, the competence of students have been createdand developed to continue learning or participate in production The chemistryincludes both theoretical and experimental science So, this subject can createthe basic to develope GTC

Using chemistry exercises is one of methods to practice and developthinking for pupils Exercises have important role in approving the quality ofteaching chemistry at high school However, they aren’t still interested by mostteachers Organic chemistry at high school can help learners to increasing GTC.Although many exercises were chosen, built, and used to this goal, it is notresponse in develop GTC

GTC is the specific competence in learning chemistry It is constructedfrom the general and body competence which is not investigated fully

With above reasons, we chose the topic: “Developing generalized thinkingcompetence for students through the organic chemistry the 11th grade in highschool”

2 Study objectives

Study on the choosing, building, and using organic chemistry exercises todevelop GTC for pupils They will contribute to increase the quality of teachingchemistry at high school

2 Studied objects and subjects

Studied objects: The teaching chemistry at high school

Studied subjects: chemistry exercises, GTC of student in learning andsolutions to develop GTC for students in high school by using chemistry exercises

3 The study scope

- Content: Organic chemistry of standard program of Chemistry at class 11

in high school

- Areas: Some high schools which representative for the national regions:Dong Nai, Ho Chi Minh city, Binh Phuoc, Hanoi, An Giang, Vinh Phuc

- Time: from September/2014 to May/2018

4 Scientific hypothesis

If selecting and building exercises have high quality, the combination inusing these exercises and the active teaching methods reasonably and efficiencycan help students in form GTC and contribute to improve the quality of teachingchemistry in high school

5 Study tasks

- Study the overview of theoretical basis related to the topic: Orient todevelop the education in the current period, innovation of teaching chemistrymethods, chemistry exercises, the general problems about competence anddevelop the competences for pupils, especially as GTC

- Investigating and assessing the status of teaching chemistry; building andusing the chemistry exercises to GTC for pupils at high schools today

- Study chemical program in high school, especially organic chemistryprogram at high school

- Determine structure, build the competence frame, specifying theexpression, criteria for evaluating the GTC of learners in study chemistry

- Propose a lot of ways to develop the GTC for students at high schoolsthrough the construction and using the organic biological systems

- Design a set of assessment tools for students' GTC through the use ofchemical exercises

- Conduct pedagogical experiment (TNSP) to assess the feasibility andeffectiveness of the methods and suggestions of the topic

7 The study methods

Using the combine of the following methods:

7.1 The group of theoretical methods

- The analyzing method, synthesizing method, and systematic methodabout documents

- The modeling method (suggestions)

- The hypothesis method

- The historical method

7.2 The group of practical research methods

- The pedagogical observe method: Observe the development of GTC ofstudents when using chemical exercises

- The investigation method of the situation of teaching chemistry: Surveythe status of the using chemical exercises to develop GTC for students

- The expert method

- The experimental pedagogical method.

7.3 The mathematic method

Using the statistical math, SPSS software to handle the survey results ofactual situation and pedagogical experiment (calculate the specific statisticalparameters )

8 The new features of the thesis

9 The structure of thesis

The thesis include the introduction (4 pages), conclusion (3 pages),references (107 documents), appendix (112 pages), and 3 main chapter: Chapter

1 (43 pages), chapter 2 (63 pages), chapter 3 (25 pages) In addition, there are list

of summary letter, list of table (24 tables), diagram, figure (11 figures), list of thepublished report relate to thesis (7 reports)

CHAPTER 1 THEORETICAL BASIS AND PRACTICE ON COMPETENCE DEVELOPMENT FOR RECOMMENDATION FOR STUDENTS THROUGH

CHEMICAL EXERCISE

1.1 The history of research issues in nation and abroad

Present the science publishes about developing GTC for students inVietnam and in the world Currently, there has not been any publish whichmention the development of GTC in teaching chemistry in Vietnam

1.2 Thinking, chemical thinking, generalization thinking

1.2.1 Overview of thinking

1.2.1.1 Thinking concept

Thinking is a psychological process that reflects the intrinsic properties, theinternal relative rules of things in objective reality that we haven’t known before

1.2.1.2 The characteristics of thinking

The characteristics of thinking include problem properties, theindirectness, abstraction and generalization, the closely relative with language,the closely related to sensory awareness

1.2.1.3 Manipulations of thinking

Analyze, synthesize, compare, abstract, generalize, induce, interpret,analogize, concretize

1.2.1.4 The stages of a thinking process

Identify problems and present the problems, collecting the knowledge,experience, making the associations, selecting associations and form hypotheses,solve problems, test hypotheses

1.2.1.5 Types of thinking: experience thinking, creative thinking, intellectual thinking, analytical thinking, generalization thinking, synthesis thinking.

1.2.1.6 The role of thinking in teaching

1.2.2 Chemical thinking

1.2.2.1 Chemical thinking concept

The concept of chemical thinking is the process of studying the relationshipbetween all the particular structural features of a substance and the modificationlaws

1.2.2.2 The manipulation of chemical thinking needs to develop for students in teaching chemistry in high school include analysis, synthesis, comparison, generalization, induction, interpretation, analogy.

1.2.3 Generalized thinking

1.2.3.1 The concept of generalization

Generalization is an thinking manipulation in which the subject of thinking(human) uses the their mind to unify many different objects into one in according

to the same properties

Generalization is an activity which derived from one or more problems togive a judgment, a broader view that includes many other problemssystematically, legally It is the process to finding dialectical relationshipsbetween things or phenomena

1.2.3.2 Two types of generalizations:

- Firstly, generalization is aa experience process of individuals acquire thebasic concepts It was done through comparison to separate common and similarrelationships of phenomena

- Secondly, the theoretical generalization (or content generalization) to

receptive the scientific concepts which is done through analysis to separate thenature properties, the lawful relationships of phenomena, formingconceptualization, is a objective reality in thinking.

1.2.3.3 Three levels of generalization: feeling generalization, concept generalization (scientific generalization), image – concept generalization.

1.2.3.4 Develop generalization competence for students

1.3 Competence and generalized thinking competence

1.3.1 Overview about competence

1.3.1.1 Competence concept: Systematic of the views on competence of authors in

Vietnam and abroad According to OECD, competences is divided into: Generalcompetence and professional competence Each competence is constituted byelements, behavior indicators, quality criterias

1.3.1.2 The competence of students in high school in Chemistry subject

Competences in using chemical language, chemical practice, finds andsolves problems through chemistry, the computational competence, and applyingchemical knowledge to life, GTC

1.3.1.3 Assessment of competence: Assessing the competence of students in high

school is the process of using assessment tools to analyze qualitatively andquantitatively the output products The teachers, students and related parties canimagine relatively objective and accurate about learners' achievements after thelearning process

1.3.2 Generalized thinking competence

1.3.2.1 The concept of generalized thinking competence: The GTC is the ability to

do the intellectual activities successfully in a specific context by the usingknowledge, skills and other personal properties such as excitement, beliefs,wills, By this way, the nature and generalization of research problems aredetermined

1.3.2.2 The structure and expression of generalized thinking competence

Competence in understand the problems: analyzing and synthesizingproblems; evaluate and reflect solutions

1.4 Chemical exercises

1.4.1 The concept of chemical exercises

According to Vietnamese Dictionary, exercise is a problem for students

to practice what they have learned"

1.4.2 The role of chemical exercises

1.4.3 Competence-oriented exercises

1.4.4 Chemistry exercises develop generalization thinking

- Have basic knowledge correctly, self-consciously and systematically

- Know the way to consider a chemical problem: from perception (look,read, )

- Helping students to build their own interpretation process in eachexercises

- Habits in thinking and acting independently

1.5 The reality of developing GTC for students through the using of 11 th

grade organic chemistry exercises in some high schools

1.5.1 Purpose of the investigation, Subjects of the investigation, Investigations’ areas

1.5.1.1 Purpose of the investigation: Find out and evaluate the current status of

developing GTC for students through the use of organic chemistry exercises athigh schools and consider them as a basis for determining the direction and nextdevelopment tasks of the topic

1.5.1.2 Subjects of the investigation: The teachers teach chemistry and students

in 11th grade

1.5.1.3 Investigations’ areas: We conducted a survey of the above objects in the

areas of some provinces: Hanoi, Ho Chi Minh City, Dong Nai, Binh Phuoc, AnGiang, and Vinh Phuc

1.5.2 Methods of investigation

Contribute and collect questionnaires, meet and exchange directly,interview teachers, experts, 11th grade students in high schools

1.5.3 Investigation’s results of teacher

There are 446 teachers in the survey From the survey results, the majority

of teachers have noticed the expression of students when developing the GTC.However, there are still many teachers who have not discovered the expressions

of students when developing the GTC There are 87.7% teachers agree to expressthe students' GTC "From individual events to generalize the common ones" This

is an expression that many teachers chose in expression to develope the GTC ofstudents There are 80% of the teachers agree that "Form the rules of readingnames and reading the right names according to different nomenclature fororganic compounds" is an clearly visible expression of the students’ GTC and "Selffind out the key, the implications of the problem in chemical questions andexercises" which has 47.3% of the teachers agreed; "Knowing demonstration andusing the formula in generalization" has 35.2% of teachers "Self-adjusting theplan when implementing the solution is not successful" with 30.3% of the

teachers agree These are some expressions that few teachers choose the most,which shows that the majority of teachers do not really understand fully andcomprehensively about GTC This leads to the limited in the consequence ofteachers using solutions and assessment tools.

1.5.4 Results of student surveys

There are 1054 students in survey through organic chemistry

- Students have a good awareness in learning chemistry They often do theexercises at home which are proposed by teachers, and exercises in referencebooks and exercises at the internet

- However, students do not have the spirit of learning in groups This limits thedevelopment of students' competence in general and the GTC in particular

CHAPTER 2 DEVELOP GENERALIZED THINKING COMPETENCE FOR THE STUDENTS THROUGH THE 11 th GRADE CHEMISTRY EXERCISE IN HIGH

SCHOOL

2.1 Analysis the content, structure of organic chemistry program at high school in 11 th grade

2.1.1 The goal of the 11 th grade organic chemistry program

2.1.2 Content and structure of the 11 th grade organic chemistry program

2.2 Building the structure of generalized thinking competence of students

in studying chemistry in high school

2.2.1 Principles in building GTC’s structure

Principle 1 Ensure science

Principle 2 Ensuring objectivity

Principle 3 Ensure practicality

Principle 4 Ensure integrity

2.2.2 The process of building the GTC structure

Step 1 Determine the scientific basis of the building GTC process of studentsStep 2 Determine the components of competence

Step 3 Determine the criteria of components of competence

Step 4 Propose a detailed description table of the criteria or behavioralindicators

Step 6 Complete the competence structure

Step 5 Review, get expert advice and test

2.2.3 Structure of general thinking competence of students in teaching chemistry in high school

The GTC is the ability to implement a process of thinking, corresponding toeach step in that process is a component, as follows:

2.2.4 Criteria in component competence of generalized thinking ability of high school students

Criteria 7: Set up the relation between abovecharacteristic to form the unified one

4) The competence to

classify the significacnt

to find the common and

nature of group

Criteria 8: Point out the similar and differentsignatures of objects Select the similar signature ofthem

Criteria 9: Eliminate the signatures which are notnature Keep the natural signatures

2.2.5 Describe the expression of students' GTC in studying Chemistry

2.3 Building a system of exercises to develop GTC for students in teaching Organic Chemistry - Chemistry of 11 th grade.

2.3.1 The pedagogical principles (requirements) of teaching chemistry towards the development of generalized thinking competence

Principle 1: The teaching content of chemistry lessons is built into thechemistry exercises, situations, events, , creating a thinking situation

Principle 2: The designed chemistry exercises are cognitive problems,which correspond to the cognitive levels: Understanding - Applying - High levelapplication

Principle 3: Learning activities of students are active learning activities,promoting self-learning, critical thinking, creative thinking The learning activitiesare designed:

- Activity in creating lesson situations / starting situations (Experimentalactivities, connection)

- Knowledge-forming activities (discovery activities)

- Practice activities

- Knowledge manipulation activities (application activities)

- Activity to expand knowledge

Principle 4: Teachers are one guide, organize learning activities forstudents, there is no the teaching activity in class of teacher

Principle 5: Students need to be evaluated according to the competence,apply the describing criteria table of the GTC to build tools to evaluate thelearning results and the competence of students.

2.3.2 The process of developing exercises develops general thinking skills for students

Step 1 Determine the purpose of the exercise

Step 2 Determine the content of the exercise system

Step 3 Determine the type of exercises

Step 4 Collect information to prepare the exercise system

Step 5 Create the draft document

Step 6 Reference and exchange ideas with experts and colleagues

Step 7 Experiment, revise and supplement

2.3.3 Select and build the content of exercises to develop GTC for students

Principle 1 the chemistry exercises which is selected and built must ensurethe teaching objectives, ensuring the standard of knowledge, skills anddevelopment orientation for students

Principle 2 the content of the exercises must have a context, ensuring theaccuracy, scientific and modernity

Principle 3 Exercises must be able to develop the GTC for students

Principle 4 the chemistry exercises must be built on the learning content.Principle 5 chemistry exercises must ensure pedagogy

Principle 6 the chemistry exercises is systematic and logical

2.3.4 Systematic of the exercises to develop generalized competences for students in teaching organic chemistry in 11 th grade in high school

2.3.4.1 Exercises on the general formulas of peer ranges

2.3.4.2 Exercises on isomers

2.3.4.3 Exercises on the name of organic compounds

2.3.4.4 Exercises on relation of the structure and physical properties such as solubility, boiling point, melting point

2.3.4.5 Exercises on the structure and chemical properties such as saturated hydrocarbons and substituted reactions, unsaturated hydrocarbons and addition reactions, aromatic hydrocarbons and aromatic properties

2.3.4.6 Exercises on the derivatives of hydrocarbons

2.3.4.7 Exercises on the chain reaction

Example 1 Complete the reaction equations according to the following

D X

H

NaOH

+ +

D t

HCl 1:1

Xenlulozo enzim

t 0

With D4 is one of products of adding HCl to C atoms at 1,4 positions of X.D6 is 3-metylbutan-1-ol Determine the structure formula of X, D1→ D6, M andfinish the reaction equations as above diagram

2.3.4.8 Exercises on the formulation’s molecular

2.3.4.9 Practical, contextual exercises

Question 3 Lycopene (red pigment in ripe tomatoes)

C40H56 only contains double bonds and single bonds in

the molecule When 0.1 mol lycopene react with the

residual hydrogen (Ni catalyst, to) to form C40H82 On the

other way, 0.1 mol lycopene react with m gram brom

Question 4 Carotene (orange-yellow pigment in carrot)

C40H56 contains double bonds and saturated rings in the

molecule Carotene react with the residual brom to form

the organic compound of C40H56Br22 On the other way,

0.1 mol carotene can react with x mol H2 (Ni, to) The

value of x is:

Answer

The reacted molar of H 2 = The reacted molar of Br 2

22 0,1 1,1 2

mol

Question 5 In lemon essential oil is C10H16 limonene.

Know that the hydrolysis of the limonene is mentan

C10H20 How many are the number of double bonds and

number of saturation rings in the limonene molecule?

Question 6 C20H32 cembrene (separated from pine

resin), when react with the residual Br2 to form X

compound with C20H32Br8 On the other hand, if 0.1

mol cembrene react with the residual H2 (Ni, to),

the molar of reacted H2 is x mol and obtain organic

compound Y Detemine the molecular formula of Y

and the value of x

Answer

The molar of Br 2 = The molar of H 2 = 4 mol => The formula of Y is C 20 H 40

Question 7 Brazil is the largest exporter of coffee in the

world Coffee beans contain significant amounts of caffeine

C8H10N4O2 Determine the percent of nitrogen element in

Question 8 The distillation of lemongrass by steam to give

geranial The name of geranial is

3,7-dimethylocta-2,6-dienal The molecule formula of geranial is:

Question 9 Glycerol trinitrate is a very powerful explosive substance which has

molecular formula C3H5(ONO2)3, The explosion created the mix of productsconsisting of CO2, H2O, N2 and O2 according to the following equation:

Question 10 Saccarozo sugar has many

practical applications as food, cake, candy,

soft drinks, etc Saccarozo sugar has a

molecular weight of 342.0 au The products

of completely burning 34.2 grams of sugar

are taken into first bottle containing the

residual of P2O5, the second bottle

containing Ca(OH)2 The weight of the first

bottle increased by 19.8 grams; the second

bottle has 120.0 grams of precipitate Find

the molecule formula of saccharose sugar